Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
Grade Level:
Semester:
Track & Strand: TVL track
Monday
Tuesday
Date:
I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
Date: July
I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
Wednesday
Date:
I. ORIGIN AND STRUCTURE OF
THE EARTH
B. Earth and Earth Systems
Thursday
Date:
QUIZ: I. ORIGIN AND STRUCTURE
OF THE EARTH
A. Universe and Solar System
B. Earth and Earth Systems
LC:
 S11/12ES-Ia-e-1
 S11/12ES-Ia-e-2
 S11/12ES-Ia-e-3
LC: State the different hypotheses
explaining the origin of the universe.
S11/12ES-Ia-e-1
LC: Describe the different
hypotheses explaining the origin of
the solar system. S11/12ES-Ia-e-2
LC: Recognize the uniqueness of
Earth, being the only planet in the
solar system with properties
necessary to support life. S11/12ESIa-e-3
SLO: At the end of the lesson, the
students should be able to:
1. describe the structure and
composition of the Universe;
2. state the different hypothesis
that preceded the Big Bang
Theory of the Origin of the
Universe.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory
and evidences supporting the
theory.
Earth and Life Science (initial
release)
SLO: At the end of the lesson, the
students should be able to:
1. identify the large scale and
small scale properties of the
Solar System;
2. discuss
the
different
hypotheses explaining the
origin of the solar system;
SLO: At the end of the lesson, the
students should be able to:
1. recognize the difference in the
physical
and
chemical
properties between the Earth
and its neighboring planes
2. Identify the factors that allow a
planet to support life.
:
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
11
1st
Friday
Date:
1|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY MODE:
(4 A's of Learning)
Activate:
 Students will recall their
learnings in junior high school
regarding the solar system.
 Teacher will present a video
presentation regarding the
universe.
Activate:
 Students will recall the 3
theories of the origin of the
universe.
 Photoanalysis. Teacher will
present a picture of the of the
solar system
HOTS: "What do you think is the
reason why the sun is the center
of our solar system?"
Acquire:
 Teacher will show the picture of
the milky way.
 Teacher will discuss the
structure, composition, age,
cycle and expanding of a
universe
Key questions:
HOTS: "Why does the universe
needs to expand?" HOTS: "How
does the Doppler effect explain
the expansion of the universe?"
HOTS: "Relate heat to the
expansion of the universe"
Application:
 The teacher will distribute the
article about the 3 theories of
the universe. The learners will
read and collaborate to each
other.
Acquire:
 Teacher will discuss the
composition of the solar system.
HOTS: "How do you think did
scientists know the exact
composition of the solar system?"
 Teacher will present theories
and hypothesis of the origin of
the solar system.
Application:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Activate:
 4pics1word.Learner will guess
the words of the prepared
slides
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
HOTS: "What do you think is the
reason of the failure of mankind in
protecting the environment and
the life here on Earth?"
Acquire:
 Learners will be watching a
video clip and will present their
idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
Activate:
Activate:
Acquire:
Acquire:
Application:
Application:
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no
Global Magnetic Field?"
Application:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
2|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
Assessment:
 Learners will create a Venn
diagram
showing
the
similarities and differences of
the 3 theories of the universe.
Assessment:
 Learner will create a short
story about how they want the
solar system SHOULD start.




Output presentation (will be
rated using a rubric)
Recitation
Written output
Recitation
Assessment:
 Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’


Debate
Recitation
Assessment:
 Learners will answer the 30
item test.

Assessment:
30-item test.
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Checked by:
RICHARD G. CADIZAL
SHS Teacher
Noted:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
3|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date:
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
5.
LEARNING RESOURCES:
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Date: July
I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
Wednesday
Date:
I. ORIGIN AND STRUCTURE OF
THE EARTH
B. Earth and Earth Systems
LC: Describe the different
hypotheses explaining the origin of
the solar system. S11/12ES-Ia-e-2
LC: Recognize the uniqueness of
Earth, being the only planet in the
solar system with properties
necessary to support life. S11/12ESIa-e-3
SLO: At the end of the lesson, the
students should be able to:
3. identify the large scale and
small scale properties of the
Solar System;
4. discuss
the
different
hypotheses explaining the
origin of the solar system;
Earth and Life Science (initial
release)
11
1st
Thursday
Date:
QUIZ: I. ORIGIN AND STRUCTURE
OF THE EARTH
A. Universe and Solar System
B. Earth and Earth Systems
LC:
 S11/12ES-Ia-e-1
 S11/12ES-Ia-e-2
 S11/12ES-Ia-e-3
Friday
Date:
I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
SLO: At the end of the lesson, the
students should be able to:
3. recognize the difference in the
physical
and
chemical
properties between the Earth
and its neighboring planes
4. Identify the factors that allow a
planet to support life.
:
SLO: At the end of the lesson, the
learners will be able to;
1. Become familiar with the most
recent advancements/information on
the solar system.
2. Identify key persons in the
advancements/ information on the
solar system.
3. relate the importance of the
advancements/ information on the
solar system in daily life
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LC:
Explain
the
current
advancements/information on the
solar system. S11/12ES-Ia-e5
4|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY MODE:
(4 A's of Learning)
Activity:
 Students will recall the 3
theories of the origin of the
universe.
 Photoanalysis. Teacher will
present a picture of the of the
solar system
HOTS: "What do you think is the
reason why the sun is the center
of our solar system?"
Analysis:
 Teacher will discuss the
composition of the solar system.
HOTS: "How do you think did
scientists know the exact
composition of the solar system?"
 Teacher will present theories
and hypothesis of the origin of
the solar system.
Abstraction:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Activity:
 4pics1word.Learner will guess
the words of the prepared
slides
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
HOTS: "What do you think is the
reason of the failure of mankind in
protecting the environment and
the life here on Earth?"
Analysis:
 Learners will be watching a
video clip and will present their
idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
Activity:
Activity:
 Teacher will show photos of
the selected scientist and their
contribution
to
the
understanding of the solar
system.
Key questions:
“How
can
the
current
breakthroughs in the solar
system affect our lives?”
Analysis:
Analysis:
 The teacher will present the
web-based activity. Learners in
groups will search and present
important facts on the
following:
NASA’s
New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe, Europa
Jupiter System Mission.
Abstraction:
Abstraction:
 Learners share to the class
about the current discoveries
made by the mentioned space
mission
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no
Global Magnetic Field?"
Abstraction:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
5|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Application:
 Learner will create a short
story about how they want the
solar system SHOULD start.
ASSESSMENT
(Format and Results)


Application:
 Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’


Written output
Recitation
Debate
Recitation
Application:
 Learners will answer the 30
item test.

30-item test.
Application:
 Learners will be having a
dynamic discussion regarding:
HOTS: “Would it be practical
for our local government to
allocate a portion of the
national budget on the
space?
 Written output
 Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Checked by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Noted:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Track & Strand: TVL track
Monday
Date:
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Grade Level:
Semester:
11
1st
Tuesday
Date: July
I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
Wednesday
Date:
Date:
I. ORIGIN AND STRUCTURE OF THE EARTH
B. Earth and Earth Systems
Thursday
LC:
Explain
the
current
advancements/information on the
solar system. S11/12ES-Ia-e5
LC:
 Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.
 S11/12ES-Ia-e4Show the contributions of personalities/people on the
understanding of Earth Systems S11/12ES-Ia-e-6.
SLO: At the end of the lesson, the
learners will be able to;
SLO: At the end of the lesson, the learners will be able to;
1. define the concept of a system
Friday
Date:
I. ORIGIN AND STRUCTURE OF
THE EARTH
B. Earth and Earth Systems
LC:
 Identify the layers of the Earth
(crust,
mantle,
core).
S11/12ES-Ia-e7
 Differentiate the layers of the
Earth. S11/12ES-Ia-e7
SLO: At the end of the lesson, the
learners will be able to;
6|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
1. Become familiar with the most
recent advancements/information on
the solar system.
2. Identify key persons in the
advancements/ information on the
solar system.
3. relate the importance of the
advancements/ information on the
solar system in daily life
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Teacher will show photos of
the selected scientist and their
contribution
to
the
understanding of the solar
system.
Key questions:
“How
can
the
current
breakthroughs in the solar
system affect our lives?”
Analysis:
 The teacher will present the
web-based activity. Learners in
groups will search and present
important facts on the
following:
NASA’s
New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe, Europa
Jupiter System Mission.
2. recognize the Earth as a system composed of subsystems
3. Discuss the historical development of the concept of Earth System.
1. Distinguish between P-waves and
S-Waves
2. Discuss Seismic Reflection and
Refraction.
3. Differentiate layers of the Earth
from each other.
4. Relate seismic waves in
discovering the layers of the Earth.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners
share
their
experience about the El Nino.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Using a pencil and a piece of
paper, learners will draw or
illustrate the field area and
identify how energy and mass
are transferred in the different
components of the area.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners
will
generate
transverse and longitudinal
waves
using
identified
materials.
Analysis:
 Using the diagram of the Earth
system let the students
interrelate the icons to each
other.
Key Questions:
HOTS: “How is everything
connected to everything else?
Why do Earth’s subsystem
boundaries matter?”
Analysis:
 Learners in small groups will
present the contributions done
by specific scientists who
contributed
to
the
understanding of the earth
subsystems.
Analysis:
 Teacher will present P-waves,
S-waves and Seismic waves.
7|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
Abstraction:
 Learners share to the class
about the current discoveries
made by the mentioned space
mission
Abstraction:
 Teacher will introduce the four
subsystems to the class.
Abstraction:
 Using the answers of the
learners, the class will create a
table showing the summary of
the ideas.
Abstraction:
 Learners will perform an
activity in Mapping the Earth’s
Interior.
Application:
 Learners will be having a
dynamic discussion regarding:
HOTS: “Would it be practical
for our local government to
allocate a portion of the
national budget on the
space?
 Written output
 Recitation
Application:
 Teacher will present activity on
“Subsystem Interactions”.
Key Questions:
HOTS: How does matter and
energy flow during the interaction
of the Earth’s subsystem?
Application:
 Let the learners response on
the question:
HOTS: “how do the scientific
community today benefit from
the contributions of the people in
the past on the understanding
the earth subsystems?”
 Written output
 Recitation
Application:
 Learners will discuss their
results and explain the different
layers of the Earth
Key Questions:
HOTS: how are theses layers
determined using seismic waves?

Recitation


Written output
Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Checked by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Noted:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Date:
TOPIC
Grade Level:
Semester:
Track & Strand: TVL track
Monday
Tuesday
Date: July
Date:
II. EARTH MATERIALS AND PROCESSES
B. Exogenic Processes
Wednesday
11
1 st
Thursday
Date:
Date:
II. EARTH MATERIALS AND PROCESSES
C. Endogenic Processes
Friday
8|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
LC:
 describe how rocks undergo weathering. S11/12ES-Ib-11
 explain how the products of weathering are carried away by erosion and
deposited elsewhere. S11/12ES-Ib-12
 make a report on how rocks and soil move downslope due to the direct
action of gravity. S11/12ES-Ib-13
LC:
 describe where the Earth’s
internal heat comes from.
S11/12ES-Ib-14
 describe how magma is formed
(magmatism). S11/12ES-Ib-15
SLO: At the end of the lesson, the learners will be able to;
1. Define weathering and erosion.
2. Trace the pathway of materials in weathering and erosion.
3. Compare different kinds of rocks.
4. Determine the different agents of erosion.
SLO: At the end of the lesson, the
learners will be able to;
1. Define edogenic process.
2. Describe magmatism.
3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Teacher will present a video
presentation about weathering
and erosion. Learners will have
a panel discussion regarding
the video clip and create
outline.
Key questions:
“What are the processes that
helped shape Earth’s surface?”
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will construct a flour
box volcano deformation
model.
Key questions:
“Why does magma rise?”
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will look for
evidences of weathering and
erosion through exploration.
LC:
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
S11/12ES-Ib-17
SLO: At the end of the lesson, the
learners will be able to;
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will be divided into
groups to create summary
table on the following:
Changes happen to rocks.
(extreme temperature and
pressure)
Type of metamorphism
Key questions:
“How do rocks handle
9|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
stress?”
ASSESSMENT
(Format and Results)
Analysis:
 Learners will present their
output.
Key questions:
HOTS: “How can the physical
and chemical weathering
work together to speed up
weathering process?
Analysis:
 Learners will identify the
possible causes of weathering
in rocks they’ve collected.
Abstraction:
 Using different pictures of
erosions, learners will trace the
track of erosions.
 Learners
will
enumerate
possible benefits of weathering
and erosion to us.
Application:
 Presentation of output.
Abstraction:
 Panel discussion. Processing of
data collected.


Output presentation
Recitation
Application:
 Presentation of output


Output presentation
Recitation
Analysis:
 Learners will answer the
following questions after doing
and using the table.
Key questions:
“What
triggers
the
deformation
of
volcano
model?”
“How is this event related to
the movement of magma?”
HOTS: “What are the factors that
can cause pressurization of
magma intrusion?”
Abstraction:
 Learners will response to the
question:
HOTS: How the activity changed
your initial perception of rising of
magma and volcanism.
Analysis:
 Teacher will show sample of
metamorphic rocks. Learners
will characterize the samples
based on type of foliation
present, texture, and grain size.
HOTS: “How does grain size of
different samples affect their
texture?
“What type of metamorphism is
associated in the shown zone?”
Application:
 Learners will describe briefly
what happens after the magma
is formed.
Application:
 Learners will cite situations on
different stress.


Written output
Recitation
Abstraction:
 Learners will describe how
rocks behave under different
stress such as compression,
pushing apart, and shearing.

Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
10 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Prepared by:
Checked by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Noted:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Date:
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
Grade Level:
Semester:
Track & Strand: TVL track
Monday
11
1 st
Tuesday
Date: July
II. EARTH MATERIALS AND
PROCESSES
B. Exogenic Processes
Wednesday
Date:
Date:
II. EARTH MATERIALS AND PROCESSES
C. Endogenic Processes
Thursday
LC:
 describe how rocks undergo
weathering. S11/12ES-Ib-11
 explain how the products of
weathering are carried away by
erosion
and
deposited
elsewhere. S11/12ES-Ib-12
 make a report on how rocks
and soil move downslope due
to the direct action of gravity.
S11/12ES-Ib-13
LC:
 describe where the Earth’s
internal heat comes from.
S11/12ES-Ib-14
 describe how magma is formed
(magmatism). S11/12ES-Ib-15
LC:
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
 S11/12ES-Ib-17
LC:
SLO: At the end of the lesson, the
learners will be able to;
1. Define weathering and erosion.
2. Trace the pathway of materials in
weathering and erosion.
3. Compare different kinds of rocks.
4. Determine the different agents of
erosion.
Earth and Life Science (initial
release)
Exploring Life Through Science:
SLO: At the end of the lesson, the
learners will be able to;
1. Define edogenic process.
2. Describe magmatism.
3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
Earth and Life Science (initial
release)
Exploring Life Through Science:
SLO: At the end of the lesson, the
learners will be able to;
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.
SLO: At the end of the lesson, the
learners will be able to;
1.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (initial
release)
Exploring Life Through Science:
Date:
Friday
compare and contrast the
formation of the different types
of igneous rocks. S11/12ES-Ib18

describe how rocks behave
under different types of stress
such as compression, pulling
apart, and shearing.
S11/12ES-Ib-19
11 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY MODE:
(4 A's of Learning)
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (Phoenix
Publish House)
Activity:
Learners
will
look
for
evidences of weathering and
erosion through exploration.
Activity:
 Learners will construct a flour
box volcano deformation
model.
Key questions:
“Why does magma rise?”
Activity:
 Learners will discuss how
igneous rocks from and the
different basis of classifying
igneous rocks after watching a
movie clip.
Key questions:
“How does changing one
factor alter formation of
igneous rocks?”
Analysis:
Learners will identify the
possible causes of weathering
in rocks they’ve collected.
Analysis:
 Learners will answer the
following questions after doing
and using the table.
Key questions:
“What
triggers
the
deformation
of
volcano
model?”
“How is this event related to
the movement of magma?”
HOTS: “What are the factors that
can cause pressurization of
magma intrusion?”
Activity:
 Learners will be divided into
groups to create summary
table on the following:
Changes happen to rocks.
(extreme temperature and
pressure)
Type of metamorphism
Key questions:
“How do rocks handle
stress?”
Analysis:
 Teacher will show sample of
metamorphic rocks. Learners
will characterize the samples
based on type of foliation
present, texture, and grain size.
HOTS: “How does grain size of
different samples affect their
texture?
“What type of metamorphism is
associated in the shown zone?”
Analysis:
 Learners will react on the
statements:
HOTS: “Why is it said that a
diamond is just a piece of
charcoal that handled stress
exceptionally well?”
12 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
Abstraction:
 Panel discussion. Processing
of data collected.
Abstraction:
 Learners will response to the
question:
HOTS: How the activity changed
your initial perception of rising of
magma and volcanism.
Abstraction:
 Learners will describe how
rocks behave under different
stress such as compression,
pushing apart, and shearing.
Abstraction:
 Learners will be divided into
groups. They will create a
summary table on the following:
Changes happen to rocks
when
subjected
to
extreme temperature and
pressures
Type of metamorphism
and short description for
each
agents
of
metamorphism
Foliated and non foliated
metamorphic rocks.
Application:
 Presentation of output
Application:
 Learners will describe briefly
what happens after the magma
is formed.
Application:
 Learners will cite situations on
different stress.
Application:
 Learners will describe how
rocks behave under different
types of stress such as
compression, pulling apart, and
shearing.
 Output presentation
 Recitation


Output presentation
Recitation


Written output
Recitation


Written output
Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Checked by:
Noted:
13 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date:
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Date: August 9, 2016
SUMMATIVE TEST (Quiz)
11
1 st
Wednesday
Thursday
Date: August 10, 2016
Date: August 11, 2016
II. EARTH MATERIALS AND PROCESSES
D. Deformation of the Crust
Friday
Date: August 12, 2016
II. EARTH MATERIALS AND
PROCESSES
E. History of the Earth
LC:
 explain how the continents drift.
S11/12ES-Ib-20
 cite evidence that support
continental drift . S11/12ES-Ib21
 explain how the movement of
plates leads to the formation of
folds and faults. S11/12ES-Ib22
LC:
 explain how the seafloor
spreads. S11/12ES-Ib-23
 describe the structure and
evolution of ocean basins.
S11/12ES-Ib-24
LC:
SLO: At the end of the lesson, the
learners will be able to;
1. Verify the concepts of continental
drift theory.
2. Discuss evidences of the
continental drift theory
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of folds and faults.
SLO: At the end of the lesson, the
learners will be able to;
1. Dismiss misconceptions about
Seafloor spreading.
2. Create a diorama of seafloor
spreading.
SLO: At the end of the lesson, the
learners will be able to;
1. Define the law of superpostion.
2. Use the principle of crosscutting in
different rock samples.

Describe how layers of rocks
(stratified rocks) are formed.
S11/12ES-Ib-25
describe the different methods
(relative and absolute dating) to
determine the age of stratified
rocks S11/12ES-Ib-26
14 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
Activity:
Analysis:
Abstraction:
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will solve prepared
the jigsaw puzzle.
Key questions:
“How did you form the picture and
the world map?”
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will be divided into
groups to create summary
table on the following:
Seafloor- spreading
Ocean Basin Formation
Analysis:
 Learners will watch a video
presentation
about
the
continental drift theory
Key questions:
“How did Earth look before?”
HOTS: “If there were human
civilizations millions of years
earlier, would there have been any
significant changes in the history
of Earth?”
Abstraction:
 Think- pair-share. Learners will
enumerate
pieces
of
evidences of his continental
drift theory.
HOTS: “In what way do the
continents resemble the pieces of
a puzzle? Explain.”
Analysis:
 Learners will present their data
in front.
Abstraction:
 Learners
will
identify
misconceptions about Seafloor
spreading and Ocean basin
formation using a video
presentations.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will look for rocks and
identify what part of the rock is
the youngest and oldest.
Key questions:
“How did scientist trace the
history of Earth?”
Analysis:
 Learners will apply the law of
superposition, principle of
original
horizontality
and
principle
of
cross-cutting
relationship.
Abstraction:
 Learners will be present their
idea in front.
HOTS: “How can fossils be used
as evidence for continental drift?”
15 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Application:
ASSESSMENT
(Format and Results)

Application:
 Learners will create a diagram
showing the three main types of
boundaries.


30 – item quiz
Written output
Recitation
Application:
 Learners will create a diorama
of the sea floor spreading using
molding clay.


Output presentation
Recitation
Application:
 Think-pair-share. Learners will
answer a prepared worksheets.


Worksheets
Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Checked by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Noted:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: August 15, 2016
TOPIC
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Date: August 16, 2016
II. EARTH MATERIALS AND
PROCESSES
E. History of the Earth
Wednesday
Date: August 17, 2016
REVIEW
11
1 st
Thursday
Date: August 18, 2016
Friday
Date: August 19, 2016
MIDTERM EXAMINATION
16 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING COMPETENCY/
OBJECTIVES
LC:
Describe how layers of rocks
(stratified rocks) are formed.
S11/12ES-Ib-25
describe the different methods
(relative and absolute dating) to
determine the age of stratified
rocks S11/12ES-Ib-26
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
SLO: At the end of the lesson, the
learners will be able to;
1. Define the law of superpostion.
2. Use the principle of crosscutting in
different rock samples.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will look for rocks and
identify what part of the rock is
the youngest and oldest.
Key questions:
“How did scientist trace the
history of Earth?”
-
17 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Analysis:
 Learners will apply the law of
superposition, principle of
original
horizontality
and
principle
of
cross-cutting
relationship.
Abstraction:
 Learners will be present their
idea in front.
Application:
Think-pair-share. Learners will
answer a prepared worksheets.
ASSESSMENT
(Format and Results)
No. of learners within Mastery Level
No. of learners needing remediation,
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)


Prepared by:
Noted by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Worksheets
Recitation
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: August 22, 2016
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Date: August 23, 2016
Wednesday
Date: August 24, 2016
11
1 st
Thursday
Date: August 25, 2016
Friday
Date: August 26, 2016
18 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
TOPIC
III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
B. Hydrometeorological Phenomena and Hazards
LEARNING COMPETENCY/
OBJECTIVES
LC:
 describe the various hazards
that may happen in the event of
earthquakes,
volcanic
eruptions,
and
landslides
S11/12ES-If-30
LC:
 using hazard maps, identify
areas prone to hazards brought
about by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-31
 give practical ways of coping
with geological hazards caused
by
earthquakes,
volcanic
eruptions, and landslides.
S11/12ES-If-32
LC:
 identify human activities that
speed up or trigger landslides
S11/12ES-If-33
 suggest ways to help lessen
the occurrence of landslides in
your community S11/12ES-If34
SLO: at the end of the lesson, the
students will be able to:
1. Differentiate hazard, vulnerability,
risks.
2. Enumerate possible hazards in
the Philippines.
SLO: at the end of the lesson, the
students will be able to:
1. Define Earthquake and Volcanic
Hazards.
2. Identify hazard brought by
earthquakes and volcanic eruptions.
3. locate possible spots in the
Philippines
exposed/prone
to
earthquake and volcanic hazards.
4. plan to lessen the risks brought by
hazards in the community.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
SLO: at the end of the lesson, the
students will be able to:
1. Define landslide.
2. Enumerate possible landslide
hazards in the community.
3. Propose a plan to lessen the risk
of landslide hazard to the
community.
SLO: at the end of the lesson, the
students will be able to:
1.
Define,
tropical
cyclone,
monsoons, floods and ipo-ipo.
2. Enumerate possible hazards
brought by tropical cyclone,
monsoons, floods and ipo-ipo.
3. plan alternatives to lessen the risk
of Marine and Coastal Processes
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING RESOURCES:
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION
C. Marine and Coastal Processes
and their Effects
LC:
 describe the various hazards
that may happen in the wake of
tropical cyclones, monsoons,
floods, or ipo-ipo S11/12ES-If35
 using hazard maps, identify
areas prone to hazards brought
about by tropical cyclones,
monsoons, floods, or ipo-ipo
S11/12ES-If-36
19 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY MODE:
(4 A's of Learning)
Activity:
 Learners will watch a video clip.
They will list possible disasters
that will bring risk to the
community.
Key questions:
“List down possible disaster in
the Philippines that affects
lives of Filipinos?”
Analysis:
 Learners will describe the
differences between hazard,
vulnerability and risks.
Abstraction:
 Using board graffiti learners will
list examples of hazard,
vulnerability and risks.
Application:
 Learners will identify possible
ways to reduce the risk.
Hazards
ASSESSMENT
(Format and Results)
No. of learners within Mastery Level
No. of learners needing remediation,
Vulnerabili
ty
Key questions:
HOTS: “Describe possible
ways of interventions in
Hazards and Vulnerability to
reduce risk?”
 Output presentation
 Recitation
Activity:
 Picture analysis. Learners will
identify the earthquake hazards
using the pictures presented to
them.
Key questions:
“Describe
the
following
earthquake hazard briefly.”
Activity:
 Learners will look around in the
school vicinity and identify
possible places prone/ exposed
to landslide hazards.
Key questions:
“How will a landslide be triggered?”
Activity:
 Learners will watch video clip
about Typhoon Yolanda.
Key questions:
 “What causes the death of
thousands in Leyte?”
Analysis:
 Learners will create a table that
shows who are vulnerable of
hazards brought by earthquake
and volcanic eruption.
Abstraction:
 Using
Earthquake
maps,
learners will identify locations
which are prone/ expose to
earthquake
and
volcanic
hazards.
Application:
 Learners will create earthquake
evacuation plan of TNHS.
Key questions:
HOTS: “How would good planning
will reduce the risk of hazards?”
Analysis:
 Learners will identify vulnerable
into the landslide hazards
Analysis:
 Learners will identify the
hazards and vulnerable through
panel discussion.
Abstraction:
 Learners will plan alternative
ways lessen the risk of these
hazards.
Abstraction:
 Learners will create a short role
play showing the hazards,
vulnerability, and risks
Application:
 Learners will present their
output in front.
Abstraction:
 Learners will present their play.




Worksheets
Output presentation
Key questions:
HOTS: “One of the hazards of an
earthquake is a landslide, so is it
possible to have an earthquake
after a landslide occurred?”
Output presentation
Recitation

Output presentation.
20 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Noted by:
RICHARD G. CADIZAL
SHS Teacher
SHS DAILY LESSON LOG
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Monday
Date: August 29, 2016
NON-WORKING HOLIDAY
(NATIONAL HEROES DAY)
Grade Level:
Semester:
Track & Strand: TVL track
11
1 st
Tuesday
Wednesday
Date: August 30, 2016
Date: August 24, 2016
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
C. Marine and Coastal Processes and their Effects
Thursday
Date: August 25, 2016
LC:
 describe the various hazards
that may happen in the event of
earthquakes,
volcanic
eruptions,
and
landslides
S11/12ES-If-30
LC:
 identify human activities that
speed up or trigger landslides
S11/12ES-If-33
 suggest ways to help lessen
the occurrence of landslides in
your community S11/12ES-If34
LC:
 using hazard maps, identify
areas prone to hazards brought
about by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-31
 give practical ways of coping
with geological hazards caused
by
earthquakes,
volcanic
eruptions, and landslides.
S11/12ES-If-32
Friday
Date: August 26, 2016
III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION
C. Marine and Coastal Processes
and their Effects
LC:
 describe the various hazards
that may happen in the wake of
tropical cyclones, monsoons,
floods, or ipo-ipo S11/12ES-If35
 using hazard maps, identify
areas prone to hazards brought
about by tropical cyclones,
monsoons, floods, or ipo-ipo
S11/12ES-If-36
21 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SLO: at the end of the lesson, the
students will be able to:
1. Differentiate hazard, vulnerability,
risks.
2. Enumerate possible hazards in
the Philippines.
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will watch a video clip.
They will list possible disasters
that will bring risk to the
community.
Key questions:
“List down possible disaster in
the Philippines that affects
lives of Filipinos?”
Analysis:
 Learners will describe the
differences between hazard,
vulnerability and risks.
Abstraction:
 Using board graffiti learners will
list examples of hazard,
vulnerability and risks.
SLO: at the end of the lesson, the
students will be able to:
1. Define Earthquake and Volcanic
Hazards.
2. Identify hazard brought by
earthquakes and volcanic eruptions.
3. locate possible spots in the
Philippines
exposed/prone
to
earthquake and volcanic hazards.
4. plan to lessen the risks brought by
hazards in the community.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Picture analysis. Learners will
identify the earthquake hazards
using the pictures presented to
them.
Key questions:
“Describe
the
following
earthquake hazard briefly.”
SLO: at the end of the lesson, the
students will be able to:
1. Define landslide.
2. Enumerate possible landslide
hazards in the community.
3. Propose a plan to lessen the risk
of landslide hazard to the
community.
SLO: at the end of the lesson, the
students will be able to:
1.
Define,
tropical
cyclone,
monsoons, floods and ipo-ipo.
2. Enumerate possible hazards
brought by tropical cyclone,
monsoons, floods and ipo-ipo.
3. plan alternatives to lessen the risk
of Marine and Coastal Processes
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will look around in the
school vicinity and identify
possible places prone/ exposed
to landslide hazards.
Key questions:
“How will a landslide be triggered?”
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will watch video clip
about Typhoon Yolanda.
Key questions:
 “What causes the death of
thousands in Leyte?”
Analysis:
 Learners will create a table that
shows who are vulnerable of
hazards brought by earthquake
and volcanic eruption.
Abstraction:
 Using
Earthquake
maps,
learners will identify locations
which are prone/ expose to
earthquake
and
volcanic
hazards.
Analysis:
 Learners will identify vulnerable
into the landslide hazards
Analysis:
 Learners will identify the
hazards and vulnerable through
panel discussion.
Abstraction:
 Learners will plan alternative
ways lessen the risk of these
hazards.
Abstraction:
 Learners will create a short role
play showing the hazards,
vulnerability, and risks
22 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Application:
 Learners will identify possible
ways to reduce the risk.
Hazards
ASSESSMENT
(Format and Results)
No. of learners within Mastery Level
No. of learners needing remediation,
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
Vulnerabili
ty
Key questions:
HOTS: “Describe possible
ways of interventions in
Hazards and Vulnerability to
reduce risk?”
 Output presentation
 Recitation
Application:
 Learners will create earthquake
evacuation plan of TNHS.
Key questions:
HOTS: “How would good planning
will reduce the risk of hazards?”
Application:
 Learners will present their
output in front.




Worksheets
Output presentation
Noted by:
RICHARD G. CADIZAL
SHS Teacher
Abstraction:
 Learners will present their play.
Key questions:
HOTS: “One of the hazards of an
earthquake is a landslide, so is it
possible to have an earthquake
after a landslide occurred?”
Output presentation
Recitation

Output presentation.
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
23 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: August 29, 2016
TOPIC
NON-WORKING HOLIDAY
(NATIONAL HEROES DAY)
LEARNING COMPETENCY/
OBJECTIVES
Track & Strand: TVL track
Tuesday
Wednesday
Date: August 30, 2016
Date: August 31, 2016
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
B. Hydrometeorological Phenomena and Hazards
(WORKSHEETS)
Grade Level:
Semester:
Thursday
Date: September 1, 2016
LC:
 describe the various hazards that may happen in the event of earthquakes, volcanic
eruptions, and landslides S11/12ES-If-30
 using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-31
 give practical ways of coping with geological hazards caused by earthquakes, volcanic
eruptions, and landslides. S11/12ES-If-32
 identify human activities that speed up or trigger landslides S11/12ES-If-33
 suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If-34
SLO: at the end of the lesson,
the students will be able to:
1. Identify the different
earthquake hazards.
2. Determine the possible
ways to do to reduce the risk
of the earthquake hazards
SLO: at the end of the lesson,
the students will be able to:
1. Determine areas exposed to
different hazards.
SLO: at the end of the lesson,
the students will be able to:
1. To propose and create a
model house that can be both
earthquake-proof and
typhoon-proof.
2. Determine where should be
11
1 st
Friday
Date: September 2, 2016
III. NATURAL HAZARDS,
MITIGATION, AND
ADAPTATION
C. Marine and Coastal
Processes and their Effects
LC:
 describe the various
hazards that may happen
in the wake of tropical
cyclones,
monsoons,
floods,
or
ipo-ipo
S11/12ES-If-35
 using
hazard
maps,
identify areas prone to
hazards brought about by
tropical
cyclones,
monsoons, floods, or ipoipo S11/12ES-If-36
SLO: at the end of the lesson,
the students will be able to:
1. Define, tropical cyclone,
monsoons, floods and ipo-ipo.
2.
Enumerate
possible
hazards brought by tropical
cyclone, monsoons, floods
24 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Learners will recall the
different
hazards
of
earthquake.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Picture analysis. Learners
will
identify
different
hazards in the Philippines
using Risk map.
Analysis:
 Think-Pair-Share.
Analysis:
 Panel discussion.
Abstraction:
 Panel discussion.
Abstraction:
 Learners will answer the
prepared worksheets.
Application:
Application:
 Learners will answer the  Output presentation
prepared worksheets.
 Worksheets
 Worksheets
 Output presentation
located
that
it
would and ipo-ipo.
experience the least amount of 3. plan alternatives to lessen
hazards.
the risk of Marine and Coastal
Processes
Earth and Life Science (initial
Earth and Life Science (initial
release)
release)
Exploring Life Through
Exploring Life Through
Science: Earth and Life
Science: Earth and Life
Science (Phoenix Publish
Science (Phoenix Publish
House)
House)
Activity:
Activity:
 Panel discussion.
 Learners will watch video
clip
about
Typhoon
Yolanda.
Key questions:
 “What causes the death of
thousands in Leyte?”
Analysis:
Analysis:
 Think-Pair-Share.
 Learners will identify the
hazards and vulnerable
through panel discussion.
Abstraction:
Abstraction:
 Learners will answer the  Learners will create a
prepared worksheets.
short role play showing
the hazards, vulnerability,
and risks
Application:
Abstraction:
 Output Presentation.
 Learners will present their
play.
 Output presentation
 Output presentation.
 Recitation
25 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
26 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: September 5, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Wednesday
Thursday
Date: September 6, 2016
Date: September 7, 2016
Date: September 8, 2016
SUMMATIVE TEST
I. INTRODUCTION TO LIFE SCIENCE
LC:
LC:
 explain the evolving concept  describe how unifying
of life based on emerging
themes (e.g., structure
pieces
of
evidence.
and function, evolution,
S11/12LT-IIa-1
and ecosystems) in the
study of life show the
 describe
classic
connections among living
experiments that model
things and how they
conditions which may have
interact with each other
enabled the first forms to
and
with
their
evolve. S11/12LT-IIa-2
environment S11/12LTIIa-3
SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to:
the students will be able to:
1. Identify organisms and the 1. identify unifying themes in
conditions that enable them to the study of life.
exist.
2. show the connections
2. explain the evolving concepts among living things and how
of life based on emerging pieces they interact with each other
of evidences.
and with their environment.
3. describe classic experiments
that model conditions that may
11
1 st
Friday
Date: September 9, 2016
II. BIOENERGETICS
LC:
 explain how cells carry
out functions required for
life. S11/12LT-IIa-4
SLO: at the end of the lesson,
the students will be able to:
1. explain how cells carry out
functions required for life.
2. enumerate the different
parts of a cell.
27 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
have enabled the first forms to
evolve.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Story telling. Learners will
create their own story on
how life started on Earth.
Key questions:
“When and where did life
possibly start?”
Analysis:
 Panel discussion.
Key questions:
“What are the characteristics of
living things?”
Abstraction:
 Learners will present their
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Nature
Observation.
Learners will observe the
characteristics of life and
how they interact to their
environment.
Key questions:
“What are the characteristics
of life?”
Analysis:
 Think-Pair-Share.
Key questions:
HOTS: What are the bases
of your classification? What
characteristics of life did
you observe from the living
things you identified?”
Abstraction:
 Learners will answer the
prepared worksheets.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Puzzle game. Learners
will try to solve a puzzle
and describe what the
parts of the puzzle are.
Analysis:
 Learners will try to give
function of the different
parts of the puzzle and
relate it to the parts of
cell.
Abstraction:
 Learners will think of a
factory and create parts in
relevance to the parts of
the cell.
28 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher

30-item quiz
disproved by the theory
biogenesis?”
Application:
Application:
 Diagram making. Learners  Learners will presents
will create diagram that show
their output in front.
the possible ways of origin of
life.
 Output presentation
 Output presentation
 Recitation
 Recitation
Noted by:
Abstraction:
 Learners will presents
their output in front.


Output presentation.
Recitiation.
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
29 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: September 5, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Grade Level:
Semester:
Track & Strand: TVL track
Tuesday
Wednesday
Thursday
Date: September 6, 2016
Date: September 7, 2016
Date: September 8, 2016
SUMMATIVE TEST
I. INTRODUCTION TO LIFE SCIENCE
LC:
LC:
 explain the evolving concept  describe how unifying
of life based on emerging
themes (e.g., structure
pieces
of
evidence.
and function, evolution,
S11/12LT-IIa-1
and ecosystems) in the
study of life show the
 describe
classic
connections among living
experiments that model
things and how they
conditions which may have
interact with each other
enabled the first forms to
and
with
their
evolve. S11/12LT-IIa-2
environment S11/12LTIIa-3
SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to:
the students will be able to:
1. Identify organisms and the 1. identify unifying themes in
conditions that enable them to the study of life.
exist.
2. show the connections
2. explain the evolving concepts among living things and how
of life based on emerging pieces they interact with each other
of evidences.
and with their environment.
3. describe classic experiments
that model conditions that may
11
1 st
Friday
Date: September 9, 2016
II. BIOENERGETICS
LC:
 explain how cells carry
out functions required for
life. S11/12LT-IIa-4
SLO: at the end of the lesson,
the students will be able to:
1. explain how cells carry out
functions required for life.
2. enumerate the different
parts of a cell.
30 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
have enabled the first forms to
evolve.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Story telling. Learners will
create their own story on
how life started on Earth.
Key questions:
“When and where did life
possibly start?”
Analysis:
 Panel discussion.
Key questions:
“What are the characteristics of
living things?”
Abstraction:
 Learners will present their
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Nature
Observation.
Learners will observe the
characteristics of life and
how they interact to their
environment.
Key questions:
“What are the characteristics
of life?”
Analysis:
 Think-Pair-Share.
Key questions:
HOTS: What are the bases
of your classification? What
characteristics of life did
you observe from the living
things you identified?”
Abstraction:
 Learners will answer the
prepared worksheets.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Puzzle game. Learners
will try to solve a puzzle
and describe what the
parts of the puzzle are.
Analysis:
 Learners will try to give
function of the different
parts of the puzzle and
relate it to the parts of
cell.
Abstraction:
 Learners will think of a
factory and create parts in
relevance to the parts of
the cell.
31 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher

30-item quiz
disproved by the theory
biogenesis?”
Application:
Application:
 Diagram making. Learners  Learners will presents
will create diagram that show
their output in front.
the possible ways of origin of
life.
 Output presentation
 Output presentation
 Recitation
 Recitation
Noted by:
Abstraction:
 Learners will presents
their output in front.


Output presentation.
Recitiation.
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
32 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: September 12, 2016
TOPIC
NATIONAL HOLIDAY
“ED’L ADHA”
Track & Strand: TVL track
Tuesday
Wednesday
Date: September 13, 2016
Date: September 14, 2016
MICROSCOPE
OBSERVING LETTER “E”
MANIPULATION
(WORKSHEETS)
(ACTIVITY)
Grade Level:
Semester:
Thursday
Date: September 15, 2016
OBSERVING TISSUE
SAMPLE
(ACTIVITY)
11
1 st
Friday
Date: September 16, 2016
NO CLASSES
(INTRAMURALS)
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
SLO: at the end of the lesson,
the students will be able to:
1. Review the parts of the
microscope.
2. Manipulate the microscope.
3. Identify prepared
specimens.
Internet
SLO: at the end of the lesson, the students will be able to:
1. Prepare wet mount slides.
2. Manipulate the microscope
3. Identify the characteristics shown by the image under the
microscope.
Internet
33 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Activity:
 Think-pair-share. Learner
will try to recall parts of
the microscope and give
its functions.
Analysis:
 Panel discussion
Activity:
Activity:
 Learners will prepare wet  Learners will prepare wet
mount slide.
mount
slide
(Onion
Tissue).
Abstraction:
 Learners will demonstrate
the uses of the different
parts of the microscope.
Application:
 Learners will observe
prepared slides.
 Recitation
Abstraction:
 Panel discussion.
Analysis:
Analysis:
 Learners will focus the slide  Think-Pair-Share.
using different objectives.
Abstraction:
 Learners will answer the
prepared worksheets.
Application:
Application:
 Learners will report infront  Learners will presents
about their findings.
their output in front.
 Output presentation
 Output presentation
 Recitation
 Recitation
Noted by:
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
34 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: September 19, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Track & Strand: TVL track
Tuesday
Wednesday
Date: September 20, 2016
Date: September 21, 2016
II. BIOENERGETICS
LC:
 explain how cells carry
out functions required for
life. S11/12LT-IIa-4
 Explain
how
photosynthetic organisms
use light energy to
combine carbon dioxide
and water to form energy
rich
compound.
S11/12LT-IIa-5
LC:
 Trace the energy flow from
the environment the cells.
S11/12LT-IIa-6
 Describe how organisms
obtain
and
utilize.
S11/12LT-IIa-7
 Recognize that organisms
require energy to carry out
functions required for life.
S11/12LT-IIa-8
SLO: at the end of the lesson,
the students will be able to:
1. Define energy.
2. Describe how cell get
energy.
3. Describe photosynthetic
organelles
4. Trace the movement of
molecules in the Light and
SLO: at the end of the lesson,
the students will be able to:
1. Define Cellular Respiration
2. Differentiate anaerobic and
aerobic respiration.
3. Trace the flow of energy in
cellular respiration.
4. Identify by-products of cellular
respiration
Grade Level:
Semester:
Thursday
Date: September 22, 2016
SUMMATIVE TEST
11
1 st
Friday
Date: September 23, 2016
III. PERPETUATION OF
LIFE
LC:
 Describe different ways
of how plants reproduce.
S11/12LT-IIej-13.
 Illustrate
the
relationships
among
structures of flowers,
fruits,
and
seeds
S11/12LT-IIej-14.
 Different ways of how
representative animals
reproduce. S11/12LTIIej-15.
SLO: at the end of the
lesson, the students will be
able to:
1. Identify methods by which
plants reproduce
2. Recognize the Pollination
and its importance on
fertilization and reproduction
3. Define Sexual and
35 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Dark reaction.
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Puzzle game. Leaners will
solve the mystery puzzle
given.
Key questions:
“How do organisms get
energy?”
Analysis:
 Diagram
making.
Learners will read articles
and will create diagram.
Key questions:
“What are the energy-giving
energy?”
asexual reproduction, and
the
advantages
and
disadvantages of both types
of reproduction
4. Familiarize to the
practices of using different
types and methods of
reproduction
in
farms
throughout the Philippines.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Movie critic. Learners will
watch a movie clip.
Analysis:
 Panel discussion.
Key questions:
“Distinguish anaerobic to aerobic
respiration?”
Earth and Life Science
(initial release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Family Feud Game
Key questions:
“What are the possible plants
that have an ovary?”
Analysis:
 Movie Critic.
36 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Abstraction:
Abstraction:
 Gallery walk.
 Tracing game.
Key questions:
Key questions:
“Describe the importance of “How is it important for a process
photosynthesis”
to create its by-product?”
Abstraction:
 Observing the nature.
The learners will
Application:
Application:
 Leaners will create a  Leaners will create a
diorama of the thylakoid
diagram
showing
the
membrane.
difference of anaerobic and
aerobic respiration.
 Output presentation
 Output presentation
 Recitation
 Recitation
Abstraction:
 Learners will presents
their output in front.
Noted by:

30-item quiz.


Output presentation.
Recitiation.
Approved by:
ANA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
37 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: September 26, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
Track & Strand: TVL track
Tuesday
Wednesday
Date: September 27, 2016
Date: September 28, 2016
II. BIOENERGETICS
Senior High School Tree
Planting Activity
LC:
 Trace the energy flow
from the environment the
cells. S11/12LT-IIa-6
 Describe how organisms
obtain
and
utilize.
S11/12LT-IIa-7
Recognize that organisms
require energy to carry out
functions required for life.
S11/12LT-IIa-8
Grade Level:
Semester:
11
1 st
Thursday
Friday
Date: September 29, 2016
Date: September 30, 2016
Attended the 2-day Teachers Induction Program at San
Juan, La Union
SLO: at the end of the lesson,
the students will be able to:
1. Define Cellular Respiration
2. Differentiate anaerobic and
aerobic respiration.
3. Trace the flow of energy in
cellular respiration.
4. Identify by-products of
cellular respiration
Earth and Life Science (initial
release)
38 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Movie critic. Learners will
watch a movie clip.
Analysis:
 Panel discussion.
Key questions:
“Distinguish anaerobic to
aerobic respiration?”
Abstraction:
 Tracing game.
Key questions:
“How is it important for a
process to create its byproduct?”
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
Application:
 Leaners will create a
diagram showing the
difference of anaerobic
and aerobic respiration.
 Output presentation
 Recitation
39 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Track & Strand: TVL track
Grade Level:
Semester:
11
1 st
40 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Monday
Date: October 3, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Tuesday
Date: October 4, 2016
SUMMATIVE TEST
Wednesday
Date: October 5, 2016
TEACHERS DAY
CELEBRATION
Thursday
Date: October 6, 2016
III. PERPETUATION OF LIFE
Friday
Date: October 7, 2016
TEAM BUILDING
ACTIVITY FOR
TEACHERS
LC:
 Describe different ways of
how plants reproduce.
S11/12LT-IIej-13.
 Illustrate the relationships
among structures of
flowers, fruits, and seeds
S11/12LT-IIej-14.
 Different ways of how
representative
animals
reproduce. S11/12LT-IIej15.
SLO: at the end of the lesson,
the students will be able to:
1. Identify methods by which
plants reproduce
2. Recognize the Pollination
and its importance on
fertilization and reproduction
3. Define Sexual and asexual
reproduction,
and
the
advantages
and
disadvantages of both types
of reproduction
4. Familiarize to the practices
of using different types and
41 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
methods of reproduction in
farms
throughout
the
Philippines.
LEARNING RESOURCES:
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Family Feud Game
Key questions:
“What are the possible plants
that have an ovary?”
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Analysis:
 Movie Critic.
ASSESSMENT
(Format and Results)

30-item quiz
Abstraction:
 Observing the nature. The
learners will be going
outside and identify plants
that
can
reproduce
sexually and asexually.
Application:
 Learners will present their
output in front.
 Output presentation.
 Recitation.
42 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Track & Strand: TVL track
Grade Level:
Semester:
11
1 st
43 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Monday
Date: October 10, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Tuesday
Wednesday
Date: October 11, 2016
Date: October 12, 2016
III. PERPETUATION OF LIFE
LC:
LC:
 Describe different ways of  explain how the information
how plants reproduce.
in the DNA allows the
S11/12LT-IIej-13.
transfer
of
genetic
information and synthesis of
 Illustrate the relationships
proteins. S11/12LT-IIej-16.
among structures of
flowers, fruits, and seeds  describe the process of
S11/12LT-IIej-14.
genetic
engineering.
S11/12LT-IIej-17.
 Different ways of how
representative
animals  conduct a survey of the
reproduce. S11/12LT-IIejcurrent uses of genetically
15.
modified
organisms.
S11/12LT-IIej-18.
 evaluate the benefits and
risks of using GMOs.
S11/12LT-IIej-19.
SLO: at the end of the lesson,
the students will be able to:
1. Identify methods by which
plants reproduce
2. Recognize the Pollination
and its importance on
fertilization and reproduction
3. Define Sexual and asexual
reproduction,
and
the
advantages
and
disadvantages of both types of
SLO: at the end of the lesson,
the students will be able to:
1. Define DNA and genes.
2. Trace the process of protein
synthesis.
3. Define GMO.
4. Familiarize to different GMO
products.
5. Identify the effects of GMO in
Health,
Economy
and
Environment.
Thursday
Date: October 13, 2016
IV. HOW ANIMALS SURVIVE
LC:
 explain
the
different
metabolic
processes
involved in the various
organ system. S11/12LTIIej-20.
 describe the general and
unique characteristics of
the
different
organ
systems in representative
animals. S11/12LT-IIej-21.
 analyze and appreciate
the functional relationships
of the different organ
systems in ensuring
animal
survival.
S11/12LT-IIej-22.
SLO: at the end of the lesson,
the students will be able to:
1. Identify the different organ
system.
2. Trace the animal digestion
and nutrition.
3. recognize the different
kinds of circulation.
4. Give the importance of
hormones, immune system
and nervous system.
Friday
Date: October 14, 2016
V. HOW PLANTS SURVIVE
LC:
 describe the structure
and function of the
different plant organs.
S11/12LT-IIej-23.
 explain the different
metabolic
processes
involved in the plant
organ
systems.
S11/12LT-IIej-24.

SLO: at the end of the
lesson, the students will be
able to:
1. Enumerate the different
plant cells.
2. Identify the different Plant
organ system.
3. Recognize the growth
patterns of Plants.
44 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms
throughout
the
Philippines.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Family Feud Game
Key question:
“What are the possible plants
that have an ovary?”
Analysis:
 Movie Critic.
Abstraction:
 Observing the nature. The
learners will be going
outside and identify plants
that
can
reproduce
sexually and asexually.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
Activity:
 Article analysis.
 Drawing activity. Learners
Key question:
will draw the organs of the
“How can parent pass their
different organ system
characteristics to their offspring?”
given to them.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Bring me game (Picture).
Key question:
“How can parent pass their
characteristics
to
their
offspring?”
Analysis:
Analysis:
Analysis:
 Panel Discussion.
 Gallery walk.
 Movie Critic.
Key question:
Key questions:
“How is animal survival is “What are the major organs
related to their physiology?”
of plants and what are their
functions?”
Abstraction:
Abstraction:
Abstraction:
 Classroom debate.
 Think-Pair-Share.
 Panel discussion.
Key question:
Key question:
Key question:
“Are you in favour in “How does the various organ “What is the importance of
manipulating the transfer of systems coordinate with each transport vessels to plants?”
genes using science? Why or other?”
why not”
45 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Application:
Application:
Application:
 Learners will present their  Learners will research on  Table analysis.
output in front.
the benefits and bad effects
of GMO.
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher


Output presentation.
Recitation.


Output presentation.
Recitation.
Noted by:


Recitation.
Short quiz.
Application:
 Using
computer
simulation the learners
will describe the effects
of hormones to plants.
 Recitation.
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
46 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: October 17, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
Track & Strand: TVL track
Tuesday
Wednesday
Date: October 18, 2016
Date: October 19, 2016
IV. HOW ANIMALS
V. HOW PLANTS SURVIVE
SURVIVE
LC:
LC:
 explain
the
different  describe the structure and
metabolic
processes
function of the different
involved in the various
plant organs. S11/12LT-IIejorgan system. S11/12LT23.
IIej-20.
 explain
the
different
 describe the general and
metabolic
processes
unique characteristics of
involved in the plant organ
the
different
organ
systems. S11/12LT-IIej-24.
systems in representative
animals. S11/12LT-IIej-21.
analyze and appreciate
the
functional
relationships
of
the
different organ systems in
ensuring animal survival.
S11/12LT-IIej-22.
Grade Level:
Semester:
Thursday
Date: October 20, 2016
VI. THE PROCESS OF
EVOLUTION
LC:
 describe evidence of
evolution
such
as
homology, DNA/protein
sequences,
plate
tectonics, fossil record,
embryology, and artificial
selection/agriculture.
S11/12LT-IIej-25.
 explain how populations
of
organisms
have
changed and continue to
change
over
time
showing patterns of
descent with modification
from common ancestors
to
produce
the
organismal
diversity
observed
today.
S11/12LT-IIej-27.
 describe how the present
system of classification of
organisms is based on
11
1 st
Friday
Date: October 21, 2016
SUMMATIVE TEST
47 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
SLO: at the end of the lesson,
the students will be able to:
1. Identify the different organ
system.
2. Trace the animal digestion
and nutrition.
3. recognize the different
kinds of circulation.
4. Give the importance of
hormones, immune system
and nervous system.
SLO: at the end of the lesson,
the students will be able to:
1. Enumerate the different plant
cells.
2. Identify the different Plant
organ system.
3. Recognize the growth
patterns of Plants.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Drawing activity. Learners
will draw the organs of the
different organ system
given to them.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
evolutionary relationships.
S11/12LT-IIej-28.
SLO: at the end of the lesson,
the students will be able to:
1. Define evolution
2. Evaluate the theory of
evolution of Charles Darwin
3. Analyse the tree of
palaeontology.
Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
Activity:
 Bring me game (Picture).
 Movie Critic.
Key question:
Key question:
“How can parent pass their “How can organism evolve?”
characteristics to their offspring?”
Analysis:
Analysis:
 Gallery walk.
 Movie Critic.
Key question:
Key questions:
“How is animal survival is “What are the major organs of
related to their physiology?”
plants and what are their
Analysis:
 Learners will analyse the
paleontological tree.
Key questions:
“Describe the evolutionary
48 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Abstraction:
 Think-Pair-Share.
Key question:
“How does the various organ
systems coordinate with each
other?”
Application:
 Table analysis.
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher


Recitation.
Short quiz.
functions?”
process.”
Abstraction:
Abstraction:
 Panel discussion.
 Creation of their own
Key question:
paleontological tree.
“What is the importance of
transport vessels to plants?”
Application:
Application:
 Using computer simulation  Presentation of their
the learners will describe the
output.
effects of hormones to
plants.
 Recitation.
 Recitation
 Output presentation.
Noted by:

30-item quiz
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
49 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Teacher: Richard G. Cadizal
Monday
Date: October 24, 2016
TOPIC
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
Track & Strand: TVL track
Tuesday
Wednesday
Date: October 25, 2016
Date: October 26, 2016
VI. THE PROCESS OF EVOLUTION
LC:
 describe evidence of evolution such as homology,
DNA/protein sequences, plate tectonics, fossil record,
embryology, and artificial selection/agriculture. S11/12LTIIeg-25.
 explain how populations of organisms have changed and
continue to change over time showing patterns of descent
with modification from common ancestors to produce the
organismal diversity observed today. S11/12LT-IIeg-27.
describe how the present system of classification of organisms is
based on
SLO: at the end of the lesson, the students will be able to:
1. Define evolution
2. Evaluate the theory of evolution of Charles Darwin
3. Analyse the tree of palaeontology.
Earth and Life Science (initial Earth and Life Science (initial
release)
release)
Exploring Life Through
Exploring Life Through Science:
Science: Earth and Life
Earth and Life Science (Phoenix
Science (Phoenix Publish
Publish House)
House)
Grade Level:
Semester:
11
1 st
Friday
Date: October 28, 2016
SUMMATIVE TEST
Thursday
Date: October 27, 2016
VII. INTERACTION &
INTERDEPENDENCE
LC:
LC:
 describe the principles of  Describe how different
the ecosystem. S11/12LTterrestrial and aquatic
IIej-28.
ecosystems
are
interrelated with one
 Categorize the different
another. S11/12LT-IIejbiotic
potential
and
30.
environmental resistance
(e.g., diseases, availability
of food, and predators)
that affect population
explosion. S11/12LT-IIej29.
SLO: at the end of the lesson, the students will be able to:
1. Define ecosystem
2. Enumerate different types of ecosystem
3. Trace the nutrients and energy in the food chain/web.
Earth and Life Science (initial Earth and Life Science (initial
release)
release)
Exploring Life Through
Exploring Life Through
Science: Earth and Life
Science: Earth and Life
Science (Phoenix Publish
Science (Phoenix Publish
House)
House)
50 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Activity:
 Movie Critic.
Darwin’s Life
Activity:
Charles  Bring me game (Picture).
Activity:
 Movie Critic.
Activity:
 Collage making. Learners
will
create
collage
showing food chain/web.
Analysis:
Analysis:
Analysis:
Analysis:
 Panel Discussion. Leaners  Leaners will create a  Learners will go outside  Panel Discussion
will share insights about
Phylogeny Tree of a certain
and
observe
the
the movie clip watched.
species.
environment.
Abstraction:
Abstraction:
 Learners will create a  Panel discussion.
diagram showing their
insights.
Abstraction:
 Wall Graffiti. Learners will
enumerate
types of
ecosystem.
Application:
 Learners will try
discuss others works
Application:
 Learners will synthesize
the graffiti by creating a
short poem.

Output presentation
Abstraction:
 Group
illustrate
the
environment outside and
determine
living
organisms presents
Application:
Application:
to  Learners will present their  Learners will trace the
output
relationship
of
the
environment and living
organisms by creating
simple poster.
 Recitation.
 Output presentation.
 Output presentation.

Output presentation.
51 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Prepared by:
Noted by:
RICHARD G. CADIZAL
SHS Teacher
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
52 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School
Grade Level:
11
Teacher: Richard G. Cadizal
Track & Strand: TVL track
Semester:
1 st
Monday
Tuesday
Wednesday
Thursday
Friday
Date: October 31, 2016
Date: November 1, 2016
Date: November 1, 2016
Date: November 3, 2016
Date: November 4, 2016
TOPIC
NON-WORKING HOLIDAY
REVIEW & COMPLETING OF
2nd QUARTER/ FINAL EXAMINATION
REQUIREMENTS
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
Noted by:
RICHARD G. CADIZAL
SHS Teacher
Approved by:
ANNA LISSA R. PATACSIL
Track Head
ROLANDO D. BALAGOT
School Head
53 | P a g e